Health Advocacy Training: Now Is the Time to Develop Physician Leaders

Gill, Peter; Gill, Harbir; Marrie, Thomas J.

doi:10.1097/acm.0b013e3181c40a5e

Cited by 5 publications

(5 citation statements)

References 1 publication

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“…Physician advocacy has been designated a core competency of the medical profession by national licensing bodies, and has increasingly become a requirement of medical school curricula; however, there is a lack of consensus on how to incorporate advocacy education into medical training. Given limits on resources and time constraints within medical education, research is needed to clarify the most effective formats for the delivery of these programmes.…”

Section: Introductionmentioning

confidence: 99%

An advocacy experience for medical students

Baribeau

Ramji

Slater

et al. 2016

The Clinical Teacher

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A brief clinical experience outside of a traditional health care setting in which students are exposed to the day-to-day reality of advocating for vulnerable populations can meaningfully contribute to a comprehensive advocacy curriculum. We suggest this programme could be feasibility adapted to other settings and populations. The importance of supportive and reflective mentorship and diverse clinical settings are highlighted.

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Section: Introductionmentioning

confidence: 99%

An advocacy experience for medical students

Baribeau

Ramji

Slater

et al. 2016

The Clinical Teacher

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“…Oandasan [ 5 ] calls for an “operational definition” that would enhance health advocacy teaching methods; others emphasize the difficulty in teaching this role, in particular, and the resulting need for curriculum and faculty development [ 6 – 8 ]. There is also ongoing debate about whether physicians have a moral, social and professional responsibility to address health care issues beyond the direct care of their patients [ 9 , 10 ].…”

Section: Introductionmentioning

confidence: 99%

Understanding health advocacy in family medicine and psychiatry curricula and practice: A qualitative study

et al. 2018

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BackgroundWe explored understanding and experiences of health advocacy among psychiatry and family medicine residents and faculty and the implications for clinical care and teaching through the lens of relationship-centred care.MethodsThis qualitative study was conducted in the psychiatry and family medicine departments at a large urban university. We interviewed 19 faculty members and conducted two focus groups with 18 residents. Semi-structured questions explored the relational meaning of health advocacy, how residents and faculty learned about the role and ethical considerations involved in incorporating advocacy work into clinical practice within a relationship-centred care framework.ResultsFour themes emerged from the interviews and focus groups: 1) health advocacy as an extension of the relationship to self; 2) health advocacy and professional boundaries in the physician–patient relationship; 3) health advocacy within a team-based approach; and 4) health advocacy and the physician–community/organization relationship. Participants described implications for practice of the challenges of health advocacy, including perceived institutional risks, professional boundaries and the appropriation of patient voice.ConclusionsOur study provides insights into the relational complexities of the health advocate role in residency curriculum and clinical practice. All participants described health advocacy as a broad spectrum of actions that are guided by relationships among patients, health care professionals and communities. Our analysis revealed that some challenges that participants identified with a health advocacy role could be addressed by anchoring the role within a specific theoretical framework. This would better enable us to create a culture of advocacy in the training and development of physicians.

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“…programs for medical advocacy education has shown student enthusiasm and positive short-term effects (8)(9)(10). In an era of persistent inequality in healthcare access and outcomes, it is especially important that medical institutions provide students with the exposure and resources they need to develop their skills as physician-advocates.…”

Section: Introductionmentioning

confidence: 99%

An inter-professional ‘advocacy and activism in global health’: module for the training of physician-advocates

Peluso¹,

Seavey²,

Gonsalves

et al. 2013

Glob Health Promot

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Medical students typically learn about the role of physicians as health advocates through a component of the health professionalism curriculum. Recently, there has been a call for increased exposure to health advocacy in undergraduate medical education so that students can develop the interest, knowledge, skills, and attitudes that they will utilize throughout their careers as physician-advocates. We developed a four-session Advocacy and Activism training module that consisted of formal didactic teaching, training in basic skills, debate and discussion, and the development and presentation of advocacy projects. There were several uniquely innovative aspects of this module, including its structure, content, and inter-professional approach that included students of medicine, nursing, and public health. However, this approach also resulted in some important and unexpected limitations. We were encouraged by the quality of student participation during the module, as well as specific feedback regarding the format and content. The module was a low-cost, easy-to-implement, and academically rigorous model that can be implemented by interested students and faculty at other schools. We plan to continue to develop this program in the future, and we believe that other medical institutions should consider a similar model for introducing students to their future role as health advocates.

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Health Advocacy Training: Now Is the Time to Develop Physician Leaders

Cited by 5 publications

References 1 publication

An advocacy experience for medical students

An advocacy experience for medical students

Understanding health advocacy in family medicine and psychiatry curricula and practice: A qualitative study

An inter-professional ‘advocacy and activism in global health’: module for the training of physician-advocates

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